Early Childhood Education and Care

ASSESSMENT SUMMARY

Early childhood education and care

Course Name and 18206 Certificate in Children’s Services Number

Unit Name and Number CHCCN305B Provide care for babies

Teacher’s Name Gael Stewart Email Contact Details Gael.stewart @det.nsw.edu.au

Semester & Year Semester 1, 2012

DESCRIPTOR

This unit describes the knowledge and skills required by anyone working with babies/infants to ensure that their physical and emotional well being is maintained.

Elements and Performance Criteria

ELEMENT PERFORMANCE CRITERIA

1. Respond to cues and needs 1.1 Respond to babies/infants in an unhurried, gentle and of babies/infants sensitive way to promote a relationship of trust

1.2 Closely monitor babies/infants for signs of hunger, distress, pain and tiredness, and signs that they are ready for solids

1.3 Provide babies/infants with physical comfort as appropriate

1.4 Meet needs of babies/infants for consistent and secure care, in a timely manner

1.5 Respect and fulfil rituals of babies/infants

1.6 Provide for meeting the nutritional needs of babies

TAFE NSW Unit of Hard copy Validated Last Validated by Validation Cert III Competency located in for delivery validated: due: 1st Validated Section file in for F/T, P/T FM 18206 Assessment CHCCCN30 BM3 JANUARY JANUARY Version 3 5B MH 2012 2013 Page 2 of 7

ELEMENT PERFORMANCE CRITERIA

2. Develop and maintain a 2.1 Undertake both planned and spontaneous nurturing relationship with interactions with babies/infants babies/infants 2.2 Use routines of physical care as opportunities to positively interact with babies/infants

2.3 Take time to get to know the baby/infant, their individual routines, rhythms, preferences and cues

2.4 Accommodate individual routines of daily care, rest and play for babies/infants whenever possible

3. Settle new arrivals 3.1 Observe primary caregiver and babies/infants for signs of stress or distress on arrival

3.2 Begin interaction with the babies/infants while primary caregiver is still present to minimise abruptness of separation

3.3 Encourage primary caregiver to take as much time as needed to have a relaxed, unhurried separation from their baby/infant

3.5 Establish routines to minimise distress at separation of primary caregiver and baby/infant

3.6 Respond to distress of babies/infants at separation from primary caregiver in a calm reassuring manner

4. Provide an environment 4.1 Clearly communicate expectations to babies/ infants that provides security for and apply consistently babies/infants 4.2 Set up the physical environment to provide a relaxed and flexible atmosphere

4.3 Set up the physical environment to accommodate individuality of the baby/infant

4.4 Create a safe and secure environment both in and out of doors with equipment of a suitable scale for babies/infants

ASSESSMENT Evidence requirements

Learners must provide evidence of the ability to provide care for babies and toddlers aged 0-2 years by:

 Demonstrating an understanding of the typical and individually different physical and emotional care needs of babies and toddlers.  Using strategies and interactions effectively to develop nurturing relationships with babies and toddlers  Providing developmentally and culturally appropriate opportunities and environments that promote security for babies and toddlers  Responding appropriately to the cues needs of babies and toddlers  Demonstrating an understanding of how to settle new families, babies and toddlers into care and minimising distress at separation using a range of strategies.

Grading criteria

Grade Code: 42: Competency (Ungraded)

The student result is based on the evidence provided to meet the criteria for competence as specified in the unit of competency.

The result AC or NC is entered in CLAMS representing Competent or Not yet Competent respectively

Table of specifications for recommended assessment

Assessment Task Elements, Dimensions of essential competency Weighting knowledge and skills critical (the 4 main aspects aspects of of work performance assessment that need to be addressed taken into account Must pass all when assessing events competency)

Off On the the job job

1. Scenarios and - Relates to □ Task skills questions element 1 –4  Task management Due week 8 skills

□ Contingency AC/NC management skills

□ Job/role environment skills

Specific instructions to Learners:

 You must complete and pass each individual assessment task for this Unit to meet the assessment requirements of the Unit.

 If assessments are not submitted or are incomplete you will fail to meet the assessment

 Extensions and resubmissions of work may be granted at the discretion of the teacher. Resubmissions cannot receive a mark higher than a pass

 Assessments must include a cover sheet

 When specified in the Assessment description, the information you present should be referenced and presented according to Randwick TAFE Child & Family Services student handbook guidelines.

Note: CHCCN305A Provide care for babies elements and performance criteria are co-assessed with the following units:

Contribute to the nutritionally balanced food in a safe and hygienic manger CHCCN303a – 1, 1.

Provide care for Children CHCCN302A – 4, 4.1

Interact CHCIC301D – 2, 2.2, 4, 4.1

Playsession – All Care for Babies Elements

You need to gain competency in Food, Care for Children, Interact and Playsession in order to gain competency for this unit.

Task 1: Due week 8

Read the following scenarios and answer the questions

Apply the knowledge you have gained from your unit work and research on the emotional wellbeing of infants to the questions. You need to consider all elements, performance criteria and essential skills and knowledge. (see full Assessment Guide in Care for Babies: http://childcare10.sydneyinstitute.wikispaces.net/)

1. Min (10 months) has been attending your centre two days a week for one month. Today Min arrives at the centre clinging tightly to her father’s neck sobbing. Min’s father Tong appears keen to leave as he says “Daddy needs to go to work now Min”.

a) Describe what might Min is experiencing and the reasons for her reaction?

b) Use your professional knowledge to detail responsive caregiving practices and techniques would you use to help settle Min into care.

2. Grace ( 14 months) has been playing happily for some time sitting on a soft mat with a range of manipulative and soft toys within her reach. As she mouths a rattle she holds one hand to her head and now begins to cry and look around the room. As the crying quickly becomes louder she drops the rattle and moves her legs back and forward at a fast pace.

a) How might Grace be feeling? Give at least six possibilities.

b) Describe how staff could best respond to these cues.

3. In this nursery with Grace and Min there are 8 other children ranging in age up to 20 months.

a) Describe a primary caregiving system.

b) Give three examples how staff can demonstrate responsive primary caregiving to ensure children receive individualised and consistent high quality care?

4. Aleksai (7 months) and his family have recently arrived from Russia and will be attending your centre shortly. You have arranged for them to visit the centre several times and then to gradually transition Aleksai into care over the first few weeks.

a) Using your knowledge of the needs of infants and remembering they are unique to an individual child, outline a possible daily routine for Aleksai that the parents have informed you he currently follows. Ensure you include enough detail e.g. Aleksai’s sleep, nutrition and drink needs, rituals, cultural practices and his preferences.

b) Describe how you would ensure his routine keeps up to date with his individual needs as they change and how you will ensure, as his primary caregiver, that all staff are aware of updates.

TAFE WEEK WEEK ENDING WEEK BEGINNING SEMESTER 1, 2012

Monday Friday 1 6th February ORIENTATION WEEK 10th February

Monday EMOTIONAL AND SOCIAL DEVELOPMENT AND ATTACHMENT Friday 2 13th February (1, 1.1, 1.3, 1.4) 17th February

Monday RESPONSIVE CAREGIVING AND NURTURING RELATIONSHIPS Friday 3 20th February (1, 1.1, 2, 2.1, 2.2, 2.3) 24th February

Monday RESPONSIVE CAREGIVING AND NURTURING RELATIONSHIPS Friday 4 27th February (1, 1.1, 2, 2.1, 2.2, 2.3) 2nd March

Monday ROUTINES, RITUALS AND FAMILY INVOLVEMENT Friday 5 5th March (1, 1.5, 2, 2.1, 2.2, 2.3, 2.4) 9th March

Monday SETTLING NEW ARRIVALS IN CHILDCARE Friday 6 12th March (3, 3.1, 3.2, 3.3, 3.4, 3.5) 16th March

Monday PROVIDE AN ENVIRONMENT THAT GIVES SECURITY TO BABIES Friday 7 19th March (1, 1.6, 2, 2.4, 4, 4.1, 4.2, 4.3, 4.4) 23rd March

CREATE A SECURE AND STIMULATING ENVIRONMENT AND A Friday Monday BELONGING PLACE 8 30th March th 26 March (1, 1.6, 4, 4.1, 4.2, 4.3, 4.4)

TAFE NSW Unit of Hard copy Validated Last Validated by Validation Cert III Competency located in for delivery validated: due: 1st Validated Section file in for F/T, P/T FM 18206 Assessment CHCCCN30 BM3 JANUARY JANUARY Version 3 5B MH 2012 2013